Cheslyn Hay Primary School

Every Child Matters, Every Day Counts

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To teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding. Teachers are supported and aided in their roles; ensuring confidence in the skills and facts they are required to teach. Lessons are child focused and maths is kept fun and current. Our curriculum allows children to make sense of the world around them relating the pattern between mathematics and everyday life. Our policies, resources and schemes support our vision of a fun, vibrant and engaging curriculum.  The mapping of Mathematics across school shows clear progression in line with age related expectations. Pupils are challenged and have opportunity to choose their own level of task. Those who are identified as SEND have extra support and differentiation to allow them to make progress.  Children with misconceptions are supported and revisit learning during afternoon sessions with teaching assistants. Mathematics in our school is enhanced by our individual class working walls designed to aid children through each topic.   



Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics. Differentiation is achieved by emphasising deep knowledge, the use of challenges  and through individual support and intervention. Carefully designed variation builds fluency and understanding of underlying mathematical concepts. Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention. 

To ensure whole consistency and progression, the school uses the White Rose Maths scheme which is aligned with the National curriculum. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life. Children are encouraged to solve problems each day through the use of concrete resources, pictorial representations and abstract thinking (the C-P-A approach).  



Pupil voice: Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about their love of maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.  

Evidence in Knowledge:  Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.  

Evidence in Skills: Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. There is flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. Children are given the chance to develop the ability to recognise relationships and make connections in maths lessons. 

Outcomes: By the end of year 4, children will be able to demonstrate a deeper understanding of relationships between times tables.  This will be evaluated using the ‘multiplication check’ any necessary intervention for those not reaching (ARE) will be given. At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention 

Mathematics glossary